*Millet, M. S. and A. L. Posas. (2005). [http://www.trinity.edu/mmillet/files/ACRLhhandout.pdf New academic librarians in their own words: Who are they and what do they want]. Presented at the 12th National ACRL Conference, Minneapolis, 2005.

*Millet, M. S. and A. L. Posas. (2005). [http://www.trinity.edu/mmillet/files/ACRLhhandout.pdf New academic librarians in their own words: Who are they and what do they want]. Presented at the 12th National ACRL Conference, Minneapolis, 2005.

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*Paulson, K. L. (2003). Recruitment, education, and retention of libraries: A response to the top issues. ''College and Research Libraries News'', 64(2), 89.

*Paulson, K. L. (2003). Recruitment, education, and retention of libraries: A response to the top issues. ''College and Research Libraries News'', 64(2), 89.

Overview

This section brings together resources that describe best practices for keeping new staff and providing an atmosphere for professional growth -- so you don't have to keep recruiting!

The reasons why librarians remain in the career and in their workplace change over the span of a career, so administrators and HR managers need to address the full span. This may be best accomplished with ongoing planning and by communicating with your staff about what they want and need. However, much of it boils down to Job Satisfaction. How do you keep a diverse bunch of librarians satisfied? By giving them what many studies show they want: personal contact and collegiality, the opportunity to advance and try new things -- and the needed skills to do this--, and a communicative and creative environment.

Early in our research for this wiki, we noticed that a lot of the literature regarding working with new librarians focuses on generational differences. Many articles have been written on managing the Generations X or Y, or exploiting or coping with the habits of Millennials. These articles ring hollow with us for several reasons: Librarians ages 30 to 44 are the most likely of all age groups to consider leaving an organization or librarianship; there is more variance within generational groupings than there is across them; and these articles seem written as alternatives for managers to actually talking with their staff. In short, as new, younger librarians ourselves, we reject being painted with so broad a brush and left out of the discussion about what we are looking for. Included in the section on generational issues are some articles that stereotype various generations, and others that present the perspective of new librarians "from the horse's mouth". See also Perspectives of New Librarians (includes "Voices of the Future" focus group summaries cited in May 2008 issue of C&RL News).

7 Tips for Retaining New Librarians

Create detailed job descriptions and follow effective recruiting practices to attract the right people. Take time to make sure that new librarians’ expectations and your work environment match.

2. Foster a collegial workplace.

Studies indicate this is one of the most important indicators of job satisfaction in academic libraries.

3. Support mentoring.

Both formal and informal mentoring acculturates new librarians to the workplace.Just as importantly, mentors can act as ambassadors to help newer librarians' bring their ideas to the institution as a whole.

4. Support professional development.

Important for allowing new librarians to grow their interests and skills. Also important for introducing leadership and administrative skills for future opportunities in your organization and field. Succession planning as retention.

5. Communicate.

Open communication is a two-way process and is critical for a diverse workforce. Do not seek to remake your staff in your image. Actively create a workplace that allows for differing communication styles -- and for different ideas.

6. Create a plan.

If you're serious about retention, emphasize it in strategic planning documents, in meetings with new and more seasoned librarians, and be prepared to commit resources and time.

Issues in Retaining New Librarians

Retention Strategies

"Retention strategies fall into several general categories: salary and other compensation, working conditions, enrichment, and education. Improving working conditions might include creating new and more interesting job duties, providing opportunities for job rotation or exchange or job sharing, or allowing for more flexible work schedules. Professional development and educational opportunities can also be very effective in retaining top employees and enhancing individual job performance. Other recommended strategies include making counteroffers (both in terms of salary and other non-salary considerations, e.g., travel funds, flexible schedules, research leave, etc.). It is also important to maintain a strong supportive environment, with abundant mentoring, to help maximize opportunities for success."

Strong programmatic recommendations but little discussion of workplace culture: communication, collegiality, openness, and flexibility are critical to morale and retention.

Written for firefighters, there is a lot of cross-applicable information here. Focuses on reasons for attrition such as: no room for advancement, boring training, no shared responsibility, boring meetings.

Focusing on achieving ethnic diversity, the author identifies obstacles in the way of change such as pyramidal organizational structures, hiring "in one's own image", a preference for conformity and learning by imitation, and a focus on recruitment rather than retention. Howland suggests concrete steps to create a retention-conducive environment: the top-decision maker must make a visible commitment to retention (financial and time resources); a flattening of the organizational structure must be effected to allow for openness and creativity; all librarians must have access to desirable assignments, development opportunities, and feedback; hidden workloads, various styles of communication, and non-traditional accomplishments and service must be valued in tenure process; resources must be invested in fostering formal and informal mentoring relationships.